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Must Knows for New School Social Workers Kathy Lowry, SSW, Prior Lake/Savage Schools 952-226-0671 Cathy Dalnes, Lead.

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Presentation on theme: "Must Knows for New School Social Workers Kathy Lowry, SSW, Prior Lake/Savage Schools 952-226-0671 Cathy Dalnes, Lead."— Presentation transcript:

1 Must Knows for New School Social Workers Kathy Lowry, SSW, Prior Lake/Savage Schools 952-226-0671 Cathy Dalnes, Lead SSW, Mpls. Public Schools 612-668-5436 11-1-2012 Minnesota School Social Work Fall Conference

2 Overview Role of the school social worker Spec Ed/Due process Resource connections for families Leadership in areas of data privacy, custody issues Consultation and Collaboration Support for students with social/emotional/behavioral/mental health needs Data collection and review Attendance interventions and follow up Leadership and/or participation in RTI/SST teams Assessment – formal, informal Counseling – crisis, individual Group work – children in change, grief, social skills, etc. Abuse/neglect concerns follow up School wide climate Parent/family engagement Advocacy and support for homeless/highly mobile students Advocacy for students, families, staff

3 School Social Work Multitier Model of Practice – Response to Intervention RTI – Positive Behavior Intervention Supports PBIS Special Education

4 NASW Standards of School Social Work Practice 2012 Guiding Principle # 3 Multitier Intervention Model – Tier 1 - School wide - prevention – Tier 2 - small group - short term – Tier 3 – individual - long term Evidence Informed Interventions

5 ~80% of Students ~15% ~5% Multitier Model of Social Work TIER II Why Try Check In Check Out Check and Connect Brief functional behavior supports Brief mental health supports Targeted Social Skills Instruction Small Group/Individual – short term TIER III Wraparound Community agency supports Behavior contingencies Clinical mental health services Functional behavior supports SSW Individual/group-long term Consider Special Education TIER I- Second Step Social Skills Olweus Bullying Program Signs of Suicide (SOS) Strengthening Families Program Parent Engagement School Wide Expectation Plan PBIS Cultural Relevance

6 Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students High Intensity Intensive, Individual Interventions Individual Students Intense, durable procedures Targeted Group Interventions Some students (at-risk) Rapid response Targeted Group Interventions Some students (at-risk) Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success Response to Intervention (RTI) Positive Behavior Intervention Supports PBIS Minnesota Department of Education

7 Response to intervention (RTI) is the integration of assessment and intervention within a school wide multi-level prevention system to maximize student achievement and reduce behavior problems. National Center on Response to Intervention What is Response to Intervention?

8 Positive Behavior Interventions and Supports (PBIS) means those strategies used to improve the school environment and teach pupils skills likely to increase pupil ability to exhibit appropriate behavior. Minn. Statute § 121A.66 Subd.6 What is PBIS?

9 School Social Work - Special Education

10 School Social Workers connect with parents to help them understand and navigate their way through Special Education. IEP PBS FBA LRE PBIS ISFP RTI modifications accommodations manifestation due process EBD PI OHD SLD ASD DCD VI TBI

11 Due Process Parent rights Timelines Eligibility Instruction and Related Services

12 Social Work Services in School Defined IDEA 300.34 (c) (14)  ( i) preparing a social or developmental history on a child with a disability;  (ii) Group and individual counseling with the child and family;  (iii) Working in partnership with parents and others on those problems in a child's living situation (home, school, and community) that affect the child's adjustment in school;  (iv) Mobilizing school and community resources to enable the child to learn as effectively as possible in his or her educational program, and  (v) Assisting in developing positive behavioral intervention strategies.

13 Special Education Related Services Social Work in Schools Counseling services Parent counseling and training School psychology services Recreational/therapeutic recreation services Rehabilitation counseling services Social health services Clinical psychology, Clinical Social Work

14 Related Services are developmental, corrective and other supportive services as are required to assist a student with a disability to benefit from special education 34 CFR § 300.34 (a)

15 Direct Social Work Services  Documented data shows need of social work services to meet an IEP goal and progress can be measured toward achieving the goal  Need is documented in present levels of evaluation report and IEP  Justification statement is included in the IEP  Social Worker determines what service to provide  Direct services examples include:  Individual /group counseling  Social Skills instruction  Regular student check ins  Positive behavior interventions  Direct services provided by school social workers should be reflected on the services grid on the IEP (MSSWA School Social Work Manual Chapter VII)

16 Indirect School Social Work Services  Indirect services are needed supports not directly linked to an IEP goal  Indirect related services can be documented in the Adaptations in General Education and Special Education section of IEP  Indirect service examples  Parent support, counseling, education  Observations and data collection  Consultation to teachers and support staff  positive behavior supports  modeling de-escalation techniques  Crisis Intervention  Coordination of school and community-based services (MSSWA School Social Work Manual Chapter VII)

17 Special Education Pre-referral - Interventions Referral Evaluation and assessment Eligibility Determination Development of Individual Education Plan (IEP) Implementation of special education supports and related services Progress reporting Annual Reviews Re-evaluation on a 3- year cycle in MN

18 School Social Work - Pre -referral  Assist school staff in understanding influences on the students social, emotional, behavioral functioning  Assist school staff in planning appropriate evidence based interventions  Provide social work services  Individual, small group interventions  Family, staff consultation  Community resources

19 School Social Work- Evaluation -Eligibility Child Study Team Evaluation Plan – Background -Social Developmental History – Social Skills Improvement System – Observation Child Study Team Evaluation Outcomes – Meets a disability criteria – Eligibility for special education services – Needs for related services Support to parents – Clarification -Questions

20 Team Determination of Eligibility  Meet criteria for one of the disability categories Autism Spectrum Disorder Blind-Visual Impairments Deaf – BlindDeaf/Hard of Hearing Physical ImpairmentsEmotional or Behavior Disorder Specific Learning DisabilityOther Health Disability Visual ImpairmentDevelopmental Cognitive Disability Severely Multiply ImpairedEarly Childhood/Developmental Delay Traumatic Brain InjurySpeech or Language Impairments  In need of specialized education supports and services including related services  Criteria Checklists:

21 School Social Work -The IEP  Engages family in the IEP process  Assists IEP team decisions  identification of student needs  special education and related services  Social work related services  goals and objectives  accommodations and modifications  positive behavior supports  transition planning (begins -age 14)  Provides SW services reflected in IEP  Collects data to measure progress toward goals

22 Role of the School Social Worker with Homeless and Highly Mobile Students

23 Families with young children are the fastest growing homeless population throughout this country. No single factor causes homelessness: economic crisis, death of a parent, abuse or chronic neglect are factors commonly reported. Lack of living wage jobs & a shortage of affordable housing are the primary problems facing homeless families. Homelessness compromises the physical and emotional well being of children. Zib Hinz, HHM Liaison, MPS, 2012 Facts about Homelessness

24 Effects on Children & Youth Condition: Lack of access to basic necessities Effect: Low self-esteem, may be bullied or put down by peers, hunger or worry about food is a constant Condition: Frequent change of school Effect: little or no sense of structure, lack of continuity, unwilling to risk deep friendships, depression over loss of familiar places and friends Zib Hinz, HHM Liaison, MPS, 2012 Condition: Overcrowded living conditions Effect: Lack of privacy, disturbed sleep, no quiet area to do home- work, falling behind academically, unable to concentrate Condition: Constantly moving, leaving behind familiar space, possessions & people Effect: no sense of space or own possessions, life as temporary, frustrated, difficulty with transitions, no sense of control

25 McKinney Vento Legislation: Education for Homeless Children and Youth Purpose: to ensure that children & youth who are homeless have the same opportunities to reach high academic standards as all students. Requirements: Identify & enroll Attendance Achievement Report Zib Hinz, HHM Liaison, MPS, 2012

26 McKinney-Vento Definition of Homelessness lacking a fixed, adequate, regular nighttime residence In shelters – family, DV, youth, temporary housing In motels, hotels, or weekly rate housing Doubled up with friends or relatives because you cannot find or afford housing In an abandoned building, other inadequate accommo- dation, or in a car On the street Awaiting foster care placement With friends or family because you are an unaccompanied youth Abandoned in hospitals Migrant children & youth Zib Hinz, HHM Liaison, MPS, 2012

27 School Response Immediate school registration, transportation, school supplies, initial identification of special needs Staff development district wide for all staff Connection with school social workers Early childhood screening at shelters & supports Support for shelter tutoring High school support teams Attendance support After-school programs Mentoring Partnerships with city and county Reports to MDE, data collection Research partners with U of MN; advocacy throughout community Zib Hinz, HHM Liaison, MPS, 2012

28 Student Attendance and the School Social Worker

29 Attendance info It's the Law! Minnesota law states that all students are required to attend school from age 7, or when they enter kindergarten (whichever comes first) until they are 18 years old. A student's failure to attend school may lead to legal action for the parents/guardians and the student.

30 Attendance policy District level Example: MPS

31 Attendance Interventions Classroom/School-wide Positive daily attendance messages-announcements Classroom rewards Monthly perfect attendance Displaying positive attendance messages around the building – policy, expectations, etc. Classroom “competitions” Mentoring programs Accurate daily attendance data, good data systems

32 Attendance Interventions Individual student Phone calls Meeting with student Attendance contract Letters sent home Home visits Reinforcement plan/rewards County truancy/educational neglect procedures

33 Attendance Contract ATTENDANCE CONTRACT Meeting Date: _____________________________ Student’s Name School Grade ____________________________________ Address Phone Alternative Phone Primary School Staff Contact: __________________________________ Phone _______________ Student’s explanation of the attendance problem: I,,a ___________ Public School student at, am entering into a contract with the social worker, truancy worker, administrators, and my team staff to make sure that I attend class every day on time. Student’s plan for improved attendance (initial only those that apply): _____ (Initial) I will provide the school with any change of address and/or phone number. _____ (Initial) I know the attendance policy for my school and for the district. _____ (Initial) I know the difference between excused and unexcused absences. _____ (Initial) I will provide documentation from a health provider if I am absent due to illness. _____ (Initial) I will be on time in the morning, start time is ________ a.m. _____ (Initial) I will not be tardy to any of my classes. _____ (Initial) I will attend and stay in all of my scheduled classes. _____ (Initial) I will leave school at dismissal time which is _________ p.m. _____ (Initial) I will do my work as assigned by my teachers. _____ (Initial) I will participate positively in school and take responsibility for my actions. Additional agreement (if any) Parent’s plan for improved attendance (initial only those that apply): _____ (Initial) I will provide the school with any change of address and/or phone number. _____ (Initial) I know the attendance policy for my child’s school and for the district. _____ (Initial) I know the difference between excused and unexcused absences. _____ (Initial) I will provide documentation from a health provider if my child is absent due to illness. _____ (Initial) I will support my child in arriving at school on time, start time is ________ a.m. _____ (Initial) I will contact the school biweekly to follow-up regarding my child’s educational progress. Additional agreement (if any) School’s plan for improved attendance (initial only those that apply): _____ (Initial) Assistance in scheduling a medical and/or mental health evaluation (release of information obtained) _____ (Initial) Provide a school staff mentor for student. _____ (Initial) Incentive program will be developed and implemented. _____ (Initial) Academic and/or behavior interventions will be initiated and reviewed _____ (Initial) Educational neglect or truancy petition will be filed with Hennepin County as needed. Additional agreement (if any) Student Signature Date Parent Signature Date School Staff Signature Date Review Date

34 Panel - School Social Work Interventions

35 Center for the Study of Prevention of Violence Collaborative for Academic, Social and Emotional Learning (CASEL) http://www.casel.org Committee for Children http:// Council for Exceptional Children Direct Behavior Ratings http://www.directbehaviorratings.com GLSEN Gay, Lesbian, Straight Education Network IDEA Partnership Intervention Central LD Online Minnesota Association of Children’s’ Mental Health Minnesota Department of Education Minnesota School Social Work Association National Center for Learning Disabilities National Center for on Response to Intervention http://www.rti4success.org National Center for Mental Health Promotion and Youth Violence Prevention National Institute of Mental Health Office of Special Education Programs Center on Positive Behavioral Interventions and Supports http://www.pbis.org Pacer Center http://www.pacer.org School Social Work Website Resources

36 PBIS World http://pbisworld.org Positive Behavior Intervention Supports Promising Practices Network Safe and Supportive Schools http://safesupportiveschools.ed.gov SAMHSAs National Registry of Evidence-based Programs and Practices Search Institute School Crisis Response Initiative Office for Victims of Crimes School Social Work Association of America School Social Work Practice Manual: Minnesota School Social Work Association. School Success Online Stop Bullying Now Teaching Tolerance The Helping Traumatized Children Learn Manual: Massachusetts Advocates for Children Web site: What Works Clearinghouse U.S. Department of Education Office of Special Education and Rehabilitative Services UCLA Mental Health Project Center for Mental Health in Schools University of Maryland Center for School Mental Health

37 Bye, L., Alvarez, M.E., Haynes, J., Sweigart, C.E. (2010). Truancy prevention and intervention: A practice guide. New York: Oxford University Press. Cheung, M. (2006). Therapeutic games and guided imagery: Tools for mental health and school professionals working with children, adolescents, and their families. Chicago: Lyceum Books, Inc. Clark, J.P., Alvarez, M.E. (2010). Response to intervention: A guide for school social workers. New York: Oxford University Press. Dupper, D.R. (2010). A new model of school discipline: Engaging student and preventing behavior problems. New York: Oxford University Press. Filter, K. J., Alvarez, M.E. (2012). Functional behavior assessment: A three-tiered prevention model. New York: Oxford University Press. Franklin, C., Harris, M.B., Allen-Meares, P. (2006). The school services source book: A guide to school based professionals. New York: Oxford University Press. Hudley, E.V.P., Haight, W. H., Miller P.J. (2009). Raise up a child. Chicago: Lyceum Books, Inc. School Social Work Books

38 Kelly, M.S. (2008). The domains and demands of school social work practice: A guide to working effectively with students, families, and schools. New York: University Oxford Press. Kelly, M.S., Kim, J.S., Franklin, C. (2008). Solution focused brief therapy in schools: A 360- degree view of research and practice. New York: University Oxford Press. Kelly, M.S., Raines, J.C., Stone, S., Frey, A. (2010). School social work: An evidence based framework for practice. New York: Oxford University Press. Massot, C.R., Constable, R., McDonald, S., Flynn, J. (2009). 7th Edition. School social work: Practice, policy Pomeroy, E.C., Bradford Garcia, R. (2011). Children and loss. Chicago: Lyceum Books, Inc. Raines, J.C. (2008). Evidence based practice in school mental health. New York: University Oxford Press. Strom –Gottfried, K. (2008). The ethics of practice with minors: high stakes, hard choices. Chicago: Lyceum Books, Inc. Winslade, J.M., Monk, G.D. (2007). Narrative counseling in schools: Powerful & brief. California: Corwin Press

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